Self-assessment Learning Research Articles

Comparison of traditional face-to-face teaching with synchronous distance education in medical theory courses teaching to medical undergraduates: A case-controlled study in China.

Synchronous distance education (SDE) has recently been widely used for medical students. The purpose of this study was to compare the effects of SDE with traditional face-to-face education (TE) on the learning outcomes of undergraduate medical students. Participants were class enrolled in 2015 and class enrolled in 2016. The entire 2 classes (n = 148), when they were a 6th-year grade at a medical college, were invited to participate in the case-controlled study. The 6th-grade curriculum includes 5 courses in ophthalmology, otorhinolaryngology, dentistry, traditional Chinese medicine, and dermatology. Outcomes included postintervention exams evaluating the knowledge gained from the 5 courses, a self-assessment of learning based on examinable learning objectives, student satisfaction, learning behavior, and teacher-student communication. Sixty-nine students (SDE n = 39, TE n = 30) participated in the outcome assessments. The mean score of the otolaryngology course and the dermatology course in the SDE group was higher than the TE group (P < .05). Other courses and combined grades for the 5 courses were without statistical differences between the 2 groups. Of the 12 self-assessment learning objectives, 10 were significantly more positive in the SDE group than in the TE group. There was no statistical difference between the 2 groups regarding student satisfaction. The SDE group was more engaged than the TE group in the corresponding department apprenticeship after the theory class. The attendance rate and concentration in the class of the SDE group were comparable to the TE group. Students in the SDE group spoke more often in class and had a higher level of student-teacher communication than the TE group. The SDE is a teaching tool that can replace TE in the theoretical teaching of medical courses.

An Overview of Continuing Medical Education/Continuing Professional Development Systems in Latin America: A Mixed Methods Assessment

ABSTRACT The aims of this regional assessment of continuing medical education (CME)/continuing professional development (CPD) systems in Latin America were to describe the current requirements, if any, for physicians to engage in CME/CPD, explore perceptions of national CME/CPD systems from in-country subject matter experts (SMEs), to describe the perceptions of interprofessional continuing education (IPCE) and independent CME/CPD from in-country physicians and to provide recommendations that may be adopted by organisations/countries to improve the quality and effectiveness of their current CME/CPD systems and better meet their learners’ needs. An assessment of 11 CME/CPD systems in Latin America was conducted using a mixed-methods approach that included 1:1 interviews with in-country SMEs and an electronic survey capturing qualitative and quantitative data from practicing in-country physicians. This assessment reflected countries with CME/CPD systems that are in various stages of maturity. Only three countries have systems that are self-regulated by the profession, several systems lack independence from pharmaceutical influence, and educational activities are described more in terms of traditional CME/CPD as compared to education focused on individual or team gaps or population health care needs. There was little description of incorporating learner self-assessment and evaluation of change and little focus on interprofessional education. This mixed-method assessment of 11 Latin American countries demonstrated CME/CPD systems that are developing in maturity. Participation was often voluntary, and there was relatively little regulation. Physicians overall have been resistant to regulation and have preferred to use a voluntary, incentive-based model. There was a relatively high degree of influence by the pharmaceutical industry. Affordability and access remain challenges. There is an opportunity to better tie country/population health outcomes to CME/CPD, implement interprofessional continuing education, increase faculty skills and learner engagement, and increase funding and access across geographic regions.

Norwegian Public Health Nursing Students’ Experiences with the Transition from Classroom to Online Lectures: Benefits and Challenges

The integration of technology in higher education increased online courses available to students, although traditional face-to-face interaction remains dominant. The COVID-19 pandemic forced a rapid transition to emergency remote teaching (ERT), impacting public health nursing (PHN) education in Norway, which primarily consists of adult learners. The impact of the transition to online-only lectures on these students remains largely unexplored. The aim of this study is to examine how Norwegian PHN students experienced the transition from traditional classroom lectures to online-only lectures during the global pandemic. It also identifies the self-reported advantages and challenges associated with online-only lectures and whether this transition affected their perceived learning outcome. A cross-sectional sample of public health nursing (PHN) students (n = 275) participated in a survey in from May to November 2020. The questionnaire was specifically developed for this study and covers student motivation, perceived benefits and challenges of transitioning to online lectures, peer collaboration, and self-assessed learning outcomes. It was distributed to the PHN students via their respective education’s LMS system. Most PHN students managed the technical aspects of the abrupt transition to online-only lectures effectively. They reported high digital competence, found the transition relatively easy, and remained motivated to continue their studies. Despite these positives, students reported a reduction in learning outcomes compared to classroom lectures. Challenges included the missing face-to-face interaction with peers, difficulties in managing childcare, and issues with structuring their studies.

Student-created videos in online STEM education: a large, interdisciplinary, randomized control study

Student-created videos engage students’ interests, creativity, and content knowledge and enrich collaborative learning in STEM education. These videos enhance critical thinking and analytical skills, which are essential tools in the fields of science, technology, engineering, and mathematics (STEM). This study presents the results of such an assignment across several STEM areas (biology, chemistry, exercise science, information technology, and mathematics) at a minority-serving, liberal arts higher education institution in the southeast region of the United States. Undergraduate students (n = 557) across varied, online course modalities (synchronous and asynchronous) were required to create four problem-solving videos 3–8 min in duration. Assessment tools included a self-assessment of learning gains survey given to control and experimental groups and a post-video creation survey given only to experimental groups. Grade data was also collected from all sections. Comparing the experimental and control groups, students showed a statistically significant gain in their ability to give oral presentations, create videos, and edit videos. Qualitative data from free-response questions corroborate these gains and suggest that students also grew in content knowledge and conceptual understanding through these assignments. Our study implements a multimedia theoretical framework which suggests students learn more effectively from consuming presentations with both auditory and visual components. Our results suggest students see similar gains from producing presentations with both auditory and visual components. Further our results suggest that multimedia production enhances students’ presentation skills. From a practical perspective, this study suggests that faculty should incorporate student-created videos in online classes, which typically require oral presentations in person. Faculty are also advised to require oral and visual components within these videos to maximize learning gains from the perspective of a multimedia theoretical framework.

An andragogical proposal to improve teaching skills at the university level

The development of andragogy training enhances the competencies of university teachers. This study aimed to propose a training program in andragogy to improve teaching effectiveness at the university level. Using a quantitative methodology within a non-experimental design, the research included a sample of 193 teachers, using surveys and questionnaires as instruments. The results revealed that, in general, teaching competencies were at a moderate level, with particular emphasis on strategies that foster intrinsic motivation and opportunities for reflection, self-assessment, and evaluation of adult learners' motivation levels. Generally, the results highlight that andragogy training strengthens teaching competencies and enriches classroom interaction.

Proposal of a Disruptive Didactic Innovation for the Development of Leadership Skills Through the Arts: Skills &amp; Art

The need for cognitive and leadership skills requires the exploration of creative implementation models that ensure training and emphasise the value of individuals as the main asset within organisations. This research aims to introduce and validate a disruptive didactic innovation, which fosters the development of these skills through experiential communication via “Skills&amp;Art”. The methodology used is Design Research, an emerging approach in educational research that encompasses developing and implementing a new or improved model, validating techniques, tools or models and determining conditions that facilitate successful implementation. The research was conducted in both classroom and museum settings. It consisted of a four-phase activity focused on crafting a speech that linked a skill with an artwork. A qualitative study of the speeches and a Likert self-assessment questionnaire were performed. The results demonstrate that the proposed disruptive didactic innovation Skills&amp;Art is effective and efficient, and its self-assessed learning promotes innovation, creativity, initiative, problem-solving and analytical thinking. The novelty and contribution of this study lie in implementing these thinking skills within a single activity.

Student teachers’ self-assessment during teaching practicum: A literature review

Introduction: This article conducts a literature review on the self-assessment of practical learning in student teachers, identifies gaps in knowledge, and proposes potential guidelines for further research. Self-assessment plays a crucial role in fostering autonomy, self-regulation, perception of self-efficacy, and commitment. The primary research questions addressed are: What research approach do studies of student teachers’ self-assessment adopt? What issues are self-assessed during practicums? What systems are used for student teachers’ self-assessment? Methods: A systematic literature review was undertaken, involving the selection of databases such as ERIC, WoS, Scopus, and Dialnet. Following a systematic search and review process, we analysed 19 articles. Results: We analyse articles selected, specifically, research approach adopted, issues self-assessed during the practicum, and self-assessment systems used. Conclusions: The review highlights that self-assessment in practicum has not yet become a consolidated pre-professional mode of learning. However, it increases awareness of skills essential to the teaching profession. This review gives staff and tutors recommendations for decision-making about more useful self-assessment techniques and their adaptation to teaching practicum.

Acculturation in China: acculturation strategies, social support, and self-assessment of Mandarin learning performance of international students in Chinese universities

ABSTRACT Acculturation strategies contribute to international students’ self-assessment of Mandarin learning (ML) performance, but the mechanism remains unclear. This study employed a convergent design of mixed methods and explored the roles of acculturation strategies and local support resources in international students’ (ISs) self-assessed ML performance in Chinese universities. The quantitative findings based on the questionnaire survey (N = 520) found that ISs’ Mandarin level was positively associated with the integration strategy and local support resources (i.e. Chinese teachers and Chinese friends). Besides, integration and marginalisation mediated the relationship between support resources and self-assessed ML performance, with integration acting as a more positive mediator compared with marginalisation. Further qualitative findings based on the longitudinal data (i.e. reflective journals) supported the positive roles of integration and local support resources in self-assessed ML performance. Moreover, this study identified how ISs improved their Mandarin through positive adjustments in their acculturation strategies (e.g. from separation to integration) and active mobilisation of local support resources. These findings provide a richer understanding of the complexity and dynamism of ISs’ self-assessed ML performance. Implications were provided for ISs and Chinese universities concerning ML and support services.

Perceptions versus performance: Assessing teacher learning in asynchronous online professional development

AbstractTeacher learning in asynchronous online professional development (PD) is often measured by self-reported instruments, despite uncertainties regarding teachers’ accuracy in their self-assessment of learning. This study explored whether teachers’ self-reported gains in content knowledge for teaching aligned with those measured by direct assessments. Through quantitative analyses of data collected from 57 middle school mathematics teachers who participated in a fully asynchronous online PD program, we found no significant correlation between teachers’ self-reported knowledge gains and those measured by direct assessments. Additionally, we examined the role of teachers’ use of self-regulated learning (SRL) strategies, namely organization, elaboration, and monitoring, in their learning from the PD program by conducting linear regression analyses. Our results indicated that teachers who frequently monitored their understanding of the PD content demonstrated greater gains in their content knowledge as measured by direct assessments. However, none of the SRL strategies predicted the accuracy of teachers’ self-assessments of knowledge gains from the asynchronous online PD program. These findings raise concerns about relying solely on self-reported instruments to capture teachers’ learning in asynchronous online PD programs, and they emphasize the need for more robust and accurate outcome measures in the asynchronous online learning context.

Digital Library for the Implementation of Formative Assessment into Teaching

This paper presents information about the development, implementation, and verification of efficiency of “Digilib” – a digital library of formative assessment (FA) tools. A selection of 10 different types of FA tools (e.g., self-assessment card, prediction card, and Frayer model) was conducted based on a literature search and Internet resources. Subsequently, in accordance with the educational standards and in cooperation with teachers, a total of 36 databases covering 774 FA tools for the selected thematic units and topics in science (biology, physics, chemistry), mathematics, and informatics were created for primary schools. “Digilib” application allows teachers to create and save their own FA tools (forms), which can be assigned to students to collect information about their understanding of the subject matter, i.e., to receive real-time feedback. In the 2022/2023 school year, 8 primary schools, 16 teachers, and 46 classes (grades 5 to 9) with a total of 846 students were registered in the digital library. Semi-structured interviews were conducted to collect teachers’ opinions on the implementation of FA provided by the digital library. This paper presents the results of a semi-structured interview performed at the selected primary school. The respective teacher appreciated the simple user experience, quick feedback about students’ current state of knowledge, automated creation of complex overviews of students’ answers, and archiving. The feedback provided by the self-assessment and prediction cards helps students develop an ability to perform objective self-assessment and address possible misunderstanding in learning.

Inadequate Aural Vocabulary Knowledge of High-Frequency Words

Aural vocabulary knowledge (AVK) of high-frequency words is critical for second language listening comprehension. However, learners of English as a foreign language (EFL), despite considerable periods of language study, often do not have the AVK needed for basic communicative competence. A mixed methods approach is applied to determine whether mobile-assisted language learning (MALL) can help solve this problem. First, a cohort of 33 Japanese EFL students with suboptimal AVK were divided into a treatment group (n = 17) and a control group (n = 16). Over a two-month period, the treatment group used a MALL application that enabled self-assessment and teacher monitoring of learners’ AVK of 1,000 frequently occurring English words. A comparison of pre- and post-test scores between the treatment and control group suggested that the MALL intervention was associated with improvements in AVK. Further, data stored by the application enabled an analysis of the words learners found most difficult, and interviews with a sub-group (n = 5) were undertaken. Results suggested that reduced forms and the influence of Japanese phonotactics were key factors limiting the ability to recognize spoken words. Links to resources that can help learners improve AVK of high-frequency words are provided and pedagogical implications are discussed.

Reflections on Transformation, Teamwork, and Mentoring: Student Teachers’ Self-Assessed Learning, Equality, and Equity in Competence-Based Education

&lt;p style="text-align:justify"&gt;This research concentrated on observing academic student teachers’ teamwork, especially its effectiveness and their attitudes to collaboration and transformation, as well as their reflective, written self-assessments in relation to teamwork. Teams have been studied widely, but these kinds of special contexts are rare. The target group was higher education teachers, the context was an introduction of a new pedagogical program, and the teams acted under the guidance of mentors and occasional lecturers. Besides the content analysis, the study method was a deep analysis of the essays. The most effective positive influencers proved to be social exchanges, including mentoring, peer support, input for learning and the experiences of wellbeing. Individual distrust of working methods in teams, and emotional suspicions of their self-efficacy in transformational settings emerged as latent factors, revealing mainly the difficulty of changing traditional mindsets. The analyses offered individual and community-wide opportunities to steer education in the future.&lt;/p&gt;

Method for Evaluating the Effectiveness of Physical Education Classes Utilizing offline and Online Mobile Edge Computing

Convergence is occurring between the two fast-evolving domains of computing at the edge and artificial intelligence. The synergy between these two technologies seems like it may lead to even better results. In physical education (PE), neither students nor instructors are tied to a single place, and neither the curriculum nor the classes repeat themselves. That's why it's hard for conventional colleges to evaluate their PE courses accurately. This article uses an optimization model created for edge computing to improve the conventional way of assessing the efficacy of PE programs utilized by most schools. The goal of physical education programs in traditional schools is to improve students' overall health and well-being. Consequently, the ratio of final exam scores is given less weight in this teacher evaluation model than the proportion of students who fulfill the requirements for a physical fitness assessment. The study aimed to develop measures for evaluating the efficacy of kinesiology programs in two-year institutions. This approach enables continuous self-assessment of learning and provides immediate responses to teacher effectiveness. One method that might be utilized to fine-tune the setup is edge computing. Based on the findings of the experiments conducted, it seems that the PES designed for this research has the potential to gather student feedback and enhance the scholarly character of PE teaching objectives. The PES for use in inclusive universities presented in this study is a prime example of this. The edge-computation optimization strategy created for this architecture has the ability to decrease the network's transference amount of the total system by 20 percent while simultaneously improving efficiency by 15%.

Accuracy of Self-Assessment and Peer Assessment in Learning : A Systematic Literature Review

This study aims to explore the influence of self-assessment and peer assessment in learning, the factors affecting the accuracy of self-assessment and peer assessment, and efforts to enhance the accuracy of self-assessment and peer assessment. This research was a qualitative approach with a systematic literature review method. The data collected are from national and international scholarly journals related to self-assessment and peer assessment in learning, which were then analyzed using content analysis. According to the study's findings, using peer and self-evaluation to evaluate students' learning had a very beneficial effect. Thus, it should be put into practice. Additionally, a number of factors, such as self-confidence, emotional intelligence, self-perception of abilities, prior experience, feedback quality, assessment instrument clarity, assessor agreement, and trust in peer assessment, affect how accurately learners assess themselves and each other. Clear assessment criteria and procedures, which provide students direction for both their own and their peers' evaluations, can increase the accuracy of peer and self assessments. Good feedback is essential to improving both assessment techniques' accuracy. In addition, sufficient instruction for pupils is required to guarantee that evaluations are more precise, impartial, and beneficial.

Redefining assessment: Creating a groundbreaking prototype for domain affective in project-based learning

This research aims to design a prototype of affective domain self-assessment in project-based learning (PjBL). The design process of the instrument prototype in this study combines the aspects of the affective domain in Bloom’s taxonomy with PjBL stage. The design of this instrument is a self-assessment. The design method of the affective domain self-assessment instrument prototype for PjBL includes determining the objectives and specifications of the test, developing the framework, preparing the blueprint, and determining the measurement scale. The validity test used in the design of this instrument prototype is content validation conducted by experts’ validators from doctoral students in the field of educational research and evaluation and education management. Qualitative content validation using face validity to examine the appropriateness of the instrument prototype design with the purpose of the instrument developed. Secondly, quantitative content validity using Lawshe’s content validity ratio (CVR) and content validity index (CVI). The results obtained showed that CVR value of the panelists was scattered from zero, where half of the panelists stated that the item was relevant, to one, where all panelists stated that the item was relevant, the distribution of CVR ratio was mostly at 0.75. CVI index price is 0.6083, which is very favorable.

Ambulatory Long Block: A Model of Precision Education and Assessment for Internal Medicine Residents.

High-quality precision education (PE) aims to enhance outcomes for learners and society by incorporating longitudinal data and analytics to shape personalized learning strategies. However, existing educational data collection methods often suffer from fragmentation, leading to gaps in understanding learner and program performance. In this article, the authors present a novel approach to PE at the University of Cincinnati, focusing on the Ambulatory Long Block, a year-long continuous ambulatory group-practice experience. Over the last 17 years, the Ambulatory Long Block has evolved into a sophisticated data collection and analysis system that integrates feedback from various stakeholders, as well as learner self-assessment, electronic health record utilization information, and clinical throughput metrics. The authors detail their approach to data prioritization, collection, analysis, visualization, and feedback, providing a practical example of PE in action. This model has been associated with improvements in both learner performance and patient care outcomes. The authors also highlight the potential for real-time data review through automation and emphasize the importance of collaboration in advancing PE. Generalizable principles include designing learning environments with continuity as a central feature, gathering both quantitative and qualitative performance data from interprofessional assessors, using this information to supplement traditional workplace-based assessments, and pairing it with self-assessments. The authors advocate for criterion referencing over normative comparisons, using user-friendly data visualizations, and employing tailored coaching strategies for individual learners. The Ambulatory Long Block model underscores the potential of PE to drive improvements in medical education and health care outcomes.

Developing oral presentation-related self-assessment among prospective teachers of German as a foreign language: Analysis of self-assessment comments

Learner self-assessment is a significant predictor of learning outcomes (Hattie, 2018). However, it is insufficiently implemented in Czech secondaryschools (Czech School Inspectorate, 2021). One of the reasons for this may be the lack of teachers’ experience in developing their own self-assessment skills. Thispaper presents a study framed by a 12-week intervention programme to develop self-assessment skills focused on presenting in German among prospectiveteachers of German as a foreign language (n=15). The study examined the content (characteristics) of the participants’ self-assessment comments collected beforeand after the intervention program. A total of 25 self-assessment comments were collected using the “Lautes Erinnern” method (13 before the intervention, 12 afterthe intervention) and analysed using the inductive category formation of the qualitative content analysis (Mayring, 2014). The analysis revealed three maincharacteristics of the development of self-assessment: increasing evidence in the self-assessment comments, a shift in focus from the predominance of non-languagespecific to language-specific assessment, and a shift in focus from mostly negative to also positive aspects of performance. The study concludes with a discussion of the implications for better teacher education that develops their self-assessment skills appropriately.

UNLEASHING HIDDEN POTENTIALS: THE EFFECT OF SELF-RECORDING IN LANGUAGE ASSESSMENT

The purpose of this study was to know the effects of using self-recording in peer and self-assessment in language learning. This mixed-method research design with post-test control groups utilized speaking tests, rubrics, self-assessment checklists, interview guides, and teaching scenarios to collect data. Instrument preparation, validation, and reliability tests were all part of rigorous data-gathering procedures. Using stratified random sampling, participants were divided into control and experimental groups. Each group received different treatment, using self-recording for peer and self-assessment in the experimental group and traditional oral presentations in the control group. Speaking performances by students were recorded for self-and peer assessment, whereas the control group was assessed using a teacher's criteria. The results of the posttest showed that the experimental group fared much better than the control group, demonstrating the superior effectiveness of self-recording in enhancing speaking skill. In addition, the results of the interview confirmed that self-recording is meaningful for self-control, feedback, time-shifted assessment, equity, and fairness. More importantly, the transformative power of self-recording in assessments highlights the critical function of self-recording in strengthening self-regulation abilities. Thus, in educational and assessment contexts, this technique has the potential to unleash hidden self-regulation capacities, resulting in deep personal development and positive transformations.

Teaching Career Choice As Motivations: Effects On Students' Self-Regulated Learning Skills

This study aims to investigate how students' motivations for attending teacher education programs influence their self-regulated learning (SRL) skills. A quantitative research method was employed with data collected from a questionnaire asking students to provide information on their career choice motivations and self-assessment of self-regulated learning. MANOVA techniques were used for data analysis, with 365 observations conveniently sampled from two universities launching teacher education programs. The findings show a significant difference of SRL between Yes and No responding groups who select their major based on their own interest, their parent's expectations, or as their last choice. Students who decide to attend teacher education programs, because they are interested in this field and feel they are relevant to become teachers, have their academic self-regulation stage measured higher than two others. This finding may enhance a conclusion that motives for selecting a teaching career should be intrinsically originated because self-regulation is an important quality of any person in this era of information and SRL is even vital for teachers to sustain good teaching.

Transition to Residency Courses: Recommendations for Creation and Implementation.

Transition to Residency (TTR) courses help ease the critical transition from medical school to residency, yet there is little guidance for developing and running these courses. In this perspective, the authors use their expertise as well as a review of the literature to provide guidance and review possible solutions to challenges unique to these courses. TTR courses should be specialty-specific, allow for flexibility, and utilize active learning techniques. A needs assessment can help guide course content, which should focus on what is necessary to be ready for day one of residency. The use of residents in course planning and delivery can help create a sense of community and ensure that content is practical. While course assessments are largely formative, instructors should anticipate the need for remediation, especially for skills likely to be performed with limited supervision during residency. Additionally, TTR courses should incorporate learner self-assessment and goal setting; this may be valuable information to share with learners' future residency programs. Lastly, TTR courses should undergo continuous quality improvement based on course evaluations and surveys. These recommendations are essential for effective TTR course implementation and improvement.